Impact of Metaverse-Based Speaking Activities for Second Language Learning
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참고문헌
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초록
This study aimed to investigate whether metaverse-based speaking activities had an impact on enhancing speaking proficiency. 45 students who enrolled in College English during the 2022 spring semester were divided into high and low proficiency groups based on their mock TOEIC scores before the beginning of the semester. Students engaged in speaking activities via a metaverse environment twice a week. All students underwent speaking assessments, which included reading a text aloud, describing a picture, responding to questions, and expressing an opinion, both before and after the experiment. Additionally, a survey was conducted to gauge learner perceptions of metaverse-based speaking activities. The collected data were analyzed using paired sample t-tests and ANCOVA to examine differences within and between groups. The results indicated significant improvements in both groups from pre- to post-experiment assessments. However, it was observed that there existed no discernible disparity in speaking performance by varying degrees of English proficiency. This implies that English proficiency did not yield a statistically significant influence on the overall outcomes. In terms of learner perceptions, both groups exhibited positive attitudes, with no significant differences between them. In conclusion, this study suggests diverse approaches for incorporating metaverse-based speaking activities into L2 courses.
Abstract
This study aimed to investigate whether metaverse-based speaking activities had an impact on enhancing speaking proficiency. 45 students who enrolled in College English during the 2022 spring semester were divided into high and low proficiency groups based on their mock TOEIC scores before the beginning of the semester. Students engaged in speaking activities via a metaverse environment twice a week. All students underwent speaking assessments, which included reading a text aloud, describing a picture, responding to questions, and expressing an opinion, both before and after the experiment. Additionally, a survey was conducted to gauge learner perceptions of metaverse-based speaking activities. The collected data were analyzed using paired sample t-tests and ANCOVA to examine differences within and between groups. The results indicated significant improvements in both groups from pre- to post-experiment assessments. However, it was observed that there existed no discernible disparity in speaking performance by varying degrees of English proficiency. This implies that English proficiency did not yield a statistically significant influence on the overall outcomes. In terms of learner perceptions, both groups exhibited positive attitudes, with no significant differences between them. In conclusion, this study suggests diverse approaches for incorporating metaverse-based speaking activities into L2 courses.
참고문헌 (23)
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